• Journal of Engineering Education Research
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• v.23 no.5
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• pp.16-25
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• 2020

This article aims to analyze the experience of designing and operating a class model linking undergraduate and graduate students in engineering education and suggest its development direction. To achieve these objectives, the undergraduate-graduate linked class model was applied to community problem-solving education and a case was analyzed. It also specifically presented the process of how we design the class model and what the actual operational performances and improvements are. This study found that undergraduate and graduate students could build integrated and horizontal cooperative relationships in their classes through undergraduate-graduate linked education and, particularly, graduate students could gain meaningful educational experiences. However, it was difficult to obtain tangible performances through the team activities of these students within a semester. In order for engineering colleges to operate undergraduate-graduate linked education, it would be necessary to provide a longer and more systematic educational environment and better curriculum. The study tried to seek specific tasks and ways to improve them.

• Korean Medical Education Review
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• v.20 no.3
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• pp.123-127
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• 2018

Graduate medical education is the most important phase among the three stages of medical education. It links basic medical education and continuing professional development. It is also a critical period in acquiring meaningful knowledge, skills and professionalism. The residents should be able to develop the core common competencies on top of their specialozeds field's expertise, in order to function as independent and qualified physicians. Despite the obvious importance of graduate medical education, the system in Korea has been designed and executed to meet the needs of the hospitals in the perspective of manpower management, rather than to educate and empower the residents. As a result, graduate medical education in Korea lacks clear educational objectives and systemic, resident-centered curriculums. Yet, we have no accreditation body to evaluate graduate medical education programs. In order to normalize graduate medical education, an integrated and unified institution that manages the whole process of the graduate medical education is desperately needed. Special attention should be given to the role of medical schools in educating the core common competencies. The Korean Association of Medical Colleges, the Korean Institute for Medical Education and Evaluation, and the Korean Academy of Medical Sciences should cooperate intimately to establish a new organization for the systemic management and development of graduate medical education.

• Korean Medical Education Review
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• v.21 no.2
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• pp.112-122
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• 2019

The purpose of this study was to identify the current status of the new graduate nurses' education system, to establish guidelines for the education of new graduate nurses, and to provide dates for the improvement of the education system. Eighty-nine hospitals participated in the survey from July to August 2018. The questionnaires consisted of 24 items including general characteristics, new graduate nurses' education system, operation of nursing education teams, and preceptorship programs. The average duration of education/training for new graduate nurses was 57.3 days, and 26.6%-58.5% of general hospitals, hospitals, and long-term care hospitals had less than 30 days of new graduate nurses education/training, which is shorter than the education/training period of tertiary hospitals. There were new nursing education guidelines in 88.8% of all medical institutions and 58.6% of them had nursing education teams. Most of the personnel in charge of nursing education were not dedicated to education. A total of 87.6% of the all participating medical institutions had preceptorship programs, while 23.1%-33.3% of hospitals and long-term care hospitals did not. The breakdown of preceptorship programs showed 68.4% as "preceptor and preceptee are in charge of one team, and preceptor is teaching preceptee," and 19.7% were "preceptor and preceptee are in charge of each team, and preceptor is teaching preceptee at the same time." These results show that standardization and management of new graduate nurses' education programs is necessary. For the standardization and management of new graduate nurses' education programs, joint efforts of nurses' associations and support from the government should be encouraged.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.1
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• pp.27-40
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• 2023

Purpose: The study aimed to examine the concept and attributes of the quality of clinical nursing education for new graduate nurses. Methods: This study adopted a hybrid model introduced by Schwartz-Barcott and Kim. In the theoretical stage, the meaning and attributes of the quality of clinical nursing education for new graduate nurses were determined by analyzing eight articles. In the fieldwork stage, data were collected using semi-structured interviews with five new graduate nurses and seven experienced nurses. The data were analyzed by qualitative content analysis methods developed by Elo and Kyngӓs. In the final analysis, a final result was arrived at comparing, contrasting, and integrating the attributes of the concepts derived in the theoretical and field-work stages. Results: The quality of clinical nursing education for new graduate nurses was identified as excellence or the standard of education for new graduate nurses that would support them in adapting to clinical settings and transitioning to professional nurses. The attributes of the quality of clinical nursing education were founded to possess three dimensions, six categories, and 18 attributes. The multidimensional attributes of the quality of clinical nursing education for new graduate nurses were confirmed as education resources, design, method, content, evaluation, interaction, and outcome under the three dimensions of input, process, and output. Conclusion: The concept and nature of the quality of clinical nursing education observed in this study can be utilized as a basis for the future development, evaluation, and improvement of clinical nursing education for new graduate nurses in healthcare organizations.

• Korean Medical Education Review
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• v.15 no.2
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• pp.61-68
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• 2013

During the Japanese colonial period in the Korean Peninsula, Chosun (ethnic Korean) physicians were trained in vocational clinical schools, but Japanese physicians in medical school. Therefore, the Japanese government treated the Japanese physicians as medical doctors but Chosun physicians as dealers or traders in clinical services. This colonial discriminatory policy became a habitual concept to Korean physicians. Because of these traditional concepts regarding physicians, after the colonial period, the newly established Korean government also had the same concept of physicians. Therefore, in 1952, the Korean graduate medical education system was launched under a government clearance system with the claim of supporting medical specialties as clinical dealers or clinical businesspeople. During the last 60 years, this inappropriate customary concept and the unsuitable system have evolved into medical residency training education, and then into graduate medical education. Today graduate medical education has become inextricably linked to postdoctoral work in Korean hospitals.

• Journal of Dental Anesthesia and Pain Medicine
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• v.23 no.1
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• pp.53-53
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• 2023

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.1-12
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• 2010

The present study attempted to explore the possibility of improvement of the computer education curriculum in graduate school of education in Korea. This study compared the computer education curriculum in graduate school of education in Korea with the ICT PGCE in the UK. The results of the study are as follows: All 5graduate school of education regarded their role as producers of teachers and teacher re-trainers. It is necessary to identify characteristic educational curriculum by their different role. The courses for subject content were more important than those for subject pedagogy. The subject pedagogy such as teaching and learning theories related to the computer education should be selected more frequently as the subject content. The course mainly consisted of only four weeks field experience. For potential computer teachers, it should be emphasized to practice fields works in schools.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.603-610
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• 2017

This study was to explore perceived difficulties from before entrance into physical education in graduate school of education to before graduation. Participants were PETE graduate students in Seoul and Gyeonggi province and survey was used to collect data. Among 100 copies of data, 95 copies had been used for actual data processing. Frequency analysis was conducted by using SPSS 21.0. The results are as follows. First, participants had trouble in financial difficulty before entering graduate school, but the financial difficulty was considered normal by other new difficulties. Second, much time spent for graduate school of education was considered one of biggest difficulties, but the burden of curriculum was relatively low. Third, anxiety about future career that started from before entering graduate school lasted until graduation. Fourth, lack of knowledge was considered as one of biggest troubles before graduation. Conclusively, physical education in graduate schools need to develop career education as well as evaluation system for the qualitative growth.

• Korean Institute of Interior Design Journal
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• v.23 no.6
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• pp.133-141
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• 2014

Graduate education in general means nurturing scholars who are capable of research that adds to the 'body of knowledge' and educators in the higher education system. Therefore 'discovering' new knowledge has always been a major role of graduate schools. However, interior design is a special field that 'application' can also produce new knowledge and therefore a wider understanding of scholarship is needed especially in the graduate level education. The purpose of this paper is to understand Interior Design graduate education system in the United States in order to develop issues that need to be discusses and addressed in Korea. Therefore, this paper first examines meanings of graduate degrees in general and current situation of Interior degrees offered in Korea. Then investigates the different types of graduate degrees in the U.S. such as post-professional degrees, first-professional degrees, and differences in general degree(M.A., M.S.) and professional degrees (M.F.A., M.I.D.). The researcher has used websites of each school and information lists of degrees offered by KIID and IDEC that serves as the main educators council in each countries. The characteristics of graduate degrees in America can be described as a structured system based on variety, flexibility, and distinction. For instance, M.F.A means a professional degree that is focused on building theory based project abilities, longer period to study but counted as a terminal in the field. However, in Korea even though the title of the degrees may differ there is not much difference shown in the educational contents. Therefore issues such as developing a more universal and international degree system, flexible and selective educational road-map, mutual understanding and unified system between various organizations for better graduate education system are proposed. Moreover, hope to start a discourse on defining scholarship and professionalism in the field of Interior Design.